Capítulo 3. Methodology- Using Second Language Acquisition Theories to select technology tools for the Language Classroom - Departamento de Lenguas.Report as inadecuate




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Capítulo 3. Methodology- Using Second Language Acquisition Theories to select technology tools for the Language Classroom - Departamento de Lenguas. - Licenciatura en Idiomas. - Escuela de Artes y Humanidades - Universidad de las Américas Puebla.

Author: Aguilar Ramírez, Mariana

Source: http://catarina.udlap.mx/


Teaser



SLA and technology Chapter 3: methodology As was mentioned in the two previous chapters, people in general are spending an increasing number of hours online per day; this has lead to the inclusion of the technological factor in the teachinglearning binomial.
The selection and implementation of Web 2.0 tools in a language classroom require to keep in mind several aspects and standards; first and foremost, the theoretical framework that back this particular choice.
A qualitative research method took place in order to attempt to identify some of the conditions and underlying SLA theoretical principles needed for successful learning to take place using technology in the classroom, as well as to answer the research questions this thesis addresses. The detailed procedures that were carried out are explained in this chapter. 3.1 Location The study took place at a private university in central Mexico.
The university’s population is made up from approximately 8,000 students, and 750 faculty members, people that come from different parts of Mexico, and of the world.
The university offers 100 academic programs in different areas and students can study abroad for a semester or a year in over 300 universities in 30 different countries around the globe. 3.2 Participants 3.2.1 Teachers. The teachers that participated in this study teach university level language classes.
The four participants have a Masters Degree in second-foreign language teaching or in linguistics.
Out of the four teachers, two are Mexican, one is Cuban and one is from the United States of America.
They all work at the university as foreign language professors.
They teach a between three and nine hours a week, plus three hours a week intended for individual tutoring.
The languages and levels that the participants teach vary (English, and Italian).
The educators participated through an open call sent out to all the teachers in the university’s language department and those who were interested, volunteered to...






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